ABSTRACT
This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book examines how moral language is needed to promote research and reflection, through exploration of a highly influential view of the knowledge base of teaching. It considers the weaknesses in the intellectual condition of the contemporary undergraduate as a basis for connecting the conditions of knowledge to the three intellectual virtues of truthfulness, open-mindedness and impartiality. The book illustrates how distinct educational purposes may be through a description of what the model teacher would be, in terms of a scholar, a nurturer and a clinician. It describes the moral professional through arguing for distinctions between personality traits, dispositions and virtues, and followed by an account of the specific virtues of intellect and character. The book provides challenges to institutional integrity, but they are dependent on how the partnerships are conceptualized.
